Introduction

Building Dreams Foundation is a Private incorporated on 13 February 2017. It is classified as Non-govt

company and is registered at Registrar of Companies, Uttarakhand. Its authorized share capital is Rs. 100,000
and its paid up capital is Rs. 100,000.It is inolved in Social work activities.

BUILDING DREAMS FOUNDATION is a registered Section 8 Company under the Central Government of
the Republic OF INDIA.

Our Certificate of Incorporation number - U85320UR2017NPL007597

Building Dreams Foundation's Annual General Meeting (AGM) was last held on N/A and as per records from
Ministry of Corporate Affairs (MCA), its balance sheet was last filed on N/A.

Directors of Building Dreams Foundation are Ranjit Bar and Mohammad Sahil Sarwar.

Our focus is to change the quality of education at government schools, orphanages, and ashram. We are also
trying to bring in quality education to all the kids living in slums to their doorsteps.

The only way to make people free from bondage is to make them financially independent. So, our focus is to
create small-scale business for women.So, that they have a steady passive income.

Our Vision

A Definition of Vision in a dictionary is 'An Image of the future we seek to create'.

Our vision is to impart quality education to all the students studying in various 'Government Schools' through
different mediums like sports , Quizzes , Debate and Public Speaking.
It is said that each & every human being is born with a unique ability which makes it different from
others .our main vision is to groom people who don't get a proper platform to sharpens there ability or to show
there ability.Building dreams act as a platform for such people.
we dream to build a world without poverty where everyone has a decent place to live which can only be
developed through education and once ability.
We strive , we struggle and we work to make India's future generation 100 % literate and 1000% Hunger free.

Our 2nd Food Distribution drive is a step towards achieving the target.
We were able to feed 200 odd children , which is 2 times the people we feed in the first drive.
Greatest gift we can give someone is a plate full of meal.

We have seen children having rice with water or sometime just pickle.

As this independent day we took a pledge to fight against scarcity of food in a child's plate. We stand
committed to the cause.....

Services

If you ever thought of writing a book or going live with a website. You are in the right place reading this. We
not only guarantee that we are the cheapest in the market but also make sure you get proper guidance
throughout your journey. We believe in building a big family. Once you join us we make sure we treat you
with so much love and compassion that you stick to us for years.
“Coming together is the beginning. Keeping together is progress. Working together is success.”

When youth of our country across various states come together to finance such project we know India is in
better shape and better hands.

NGO

Building Dreams Ngo take most of our time. We take our social responsibilities very seriously.

We are not only running our NGO in Dehradun but also Kolkata and Contai . WE are planning to expand in
BIHAR as well . Interested people are asked to join.BE a part of our journey to give something back to society

NGO under the banner of BREAKING DREAMS will work on certain domain so that our future generation
have a bright future.

what we want to do as a ngo –

1. From teaching children at slums,

2. starting small scale business for women at different places so they have a steady passive income,
3. counselling students of standard 10th and 12th at regular intervals in various government schools to
make sure they have lot of opportunity to explore when they leave their schools,
4. re-admitting school drop outs so that they get to explore how powerful education is,
5. Taking responsibility to fill up forms of various competitive examinations that too for free for as many
bpl family students as we can.
6. Our NGO won’t let any children beg. We are planning to be in constant touch with 1098 regarding this.
 7. We don’t want any people to sleep hungry. To achieve this task, we are forming a special team along
with our volunteers so that surplus food from parties and household can be collected and distributed
among people who really need it.
8. We will conduct various events like public speaking, debates, sports meet, drawing competition, craft
classes in regular intervals as we believe “only studies and no play makes jack a dull boy”.

We do know journey ahead won’t be as smooth as we thought it to be . As team we are going to overcome
each obstacle that comes our way and transform them into milestone.

2nd Food Distribution Drive.

Food, food everywhere, still 190 million hungry everyday.

Unbelievable fact right !!! but sadly its true.

India's is achieving in various fields, winning medals in Olympics, putting satellite in Mars orbit. All these are
events worth praising.

But on behalf of BUILDING DREAM FOUNDATION, we want to share an event too. With hourly efforts
from our team, more than 150 children had a day meal today. Numbers might be small but 150 innocent smile
made our day.

We want to thank our team and our sponsors Mr Monisankar Maity ( West Bengal) and Abhineet Gupta
(Bihar) along with Akshima Sadana Talwar from Aks Foundation and Eduardo from Brazil for believing in us
and our mission and helping us out to achieve the vision of Building Dreams Foundation -- Inspiring People ||
Transforming Lives i.e. Food and education for all.

Through this we are sure that now Hunger is global issue and will be joining hands with more people not on
the basis of caste, religion or nationality but on the basis of their desire to help the deprived children and
students. We are going to take more people on this fabulous journey and believe us its just a start with wonders
waiting in the near future....

Events

Joy OF GIVING

Let us make sure This puja no one is left back . Let us all come together and spread FESTIVE JOY for
those who just dream of it . I AM READY FOR A CHANGE , ARE YOU??
We all come across number of people wearing ragged clothes, lying at one or the other corners of street,
begging asking for food. At that time we take it for granted but when we reach home we realize what a big
mistake we did by not helping them. This event is organized keeping in mind “THE JOY OF GIVING”. We
all are human beings and deserve to be happy. But some people among us are lagging behind to enjoy their
lives the way they want. Away even from the basic needs of clothes, food and shelter.
Why to step back when we can help? Come let’s join hands together and share with them the joy of giving.
If commuting is the problem we’ll be there at your door.
COME LET’S SPREAD JOY BY JOINING HANDS WITH BUILDING DREAMS

Event 2:

we are taking short stories and poems from all over the world to publish them into a book under our publishing
house. For each entry you need to pay only a meager sum of twenty rupees (20 inr). Once Your entry is
selected for proof reading and screening we will pay you 500 rupees as a token of appreciation. I think it is
worth sending your entries. Top 15 entries get cash prize of 1000 rupees with additional gifts.

DATABASE AND METHODOLOGY

The After School Life Skills (ASLS) programme uses the medium of Sports and Arts to engage and
develop critical life skills. The programme is an Innovation Lab where new approaches to Life Skills
development are introduced, demonstrated, documented and fed back into the larger framework for re-
imagining learning for young people in the country.

Most beneficiaries of this programme are between 8-15 years of age based in Bangalore and the
learning opportunities provided are broadly divided under two heads: Life skills through Arts and Life
skills through Sports (football).

In the below sections, we would like to present the impact of the After School Life Skills Programme
for the year 2017-2018.

To present this information

 1. We compared the baseline and endline assessment scores across 3081 beneficiaries to
understand the improvements in life-skills across the 5 life skills measured.

2. Moreover, we also performed further analysis on the dataset of assessment results to study the
effect factors on the programme efficiency.

In conclusion, we found that our programme showed an impressive impact on young people most
lacking in life skills at the start of the programme year: i.e. the participants with lower baselines
showed greater improvement in their life skills scores as compared to participants with a higher
baseline.

To demonstrate the impact of the programme, in part 2 and 3 we cover the story of Yeshwanth, who
enrolled in ASLS programme for the year 2017-2018, as well as an impact summary of Lords Convent
English High School, a new partner with Dream a Dream. This is followed with the details of statistical
analysis on the assessment data collected for this year in part 4 to 6.

Yeshwanth is an 11 year old boy studying in 5th grade at one of our partner center, Ever Bright School. He
was part of the Dream Life skills through Sports programme since 1 year. He belongs to a lower middle
class family. His father works as an office supervisor, and mom is a home maker. His sister is studying in
the same school. The below story was narrated by Arun Kumar, a Life skills Facilitator at Dream a Dream.

“Yeshwanth was a wonderful football player, but he was seen mostly distracting other children during the
sessions. When I run sessions, he would be moving around all the time and disrupting other children.
Sometimes it may go to the extent of beating another child and I had to stop taking the session. Initially, I
had told him not to repeat this, but it was inadequate in this situation. He kept behaving the same way. I
had observed Yeshwanth and felt that he needed more attention. I then told him that if this happens again,
he would have to leave the class and wait till the class ends to get in again. He agreed and I started
observing him in the coming sessions. For a few sessions he kept calm, but then he could not handle the
silence anymore.

One day he kept distracting everyone in the class. During the reflection circle he beat up another child and
the other child started crying loudly. Surprisingly Yeshwanth, himself moved out of the class, as he
realized he had done a mistake.

When everyone in the class was engrossed in their small group activities, I moved out along with him and
spent nearly 30 minutes with him to understand what happened with him. But Yeshwanth was quiet, and
didn’t utter a word. I spent more time without saying anything. Yeshwanth became emotional because he
had not felt this kind of attention before, especially when he was expecting a hard punishment. He cried
because he felt someone cared and spent time with him. For him this was something completely new. He
felt connected to me and started talking to me. He gave me a clue that he wants to take responsibility for
his behavior when he said sorry to the other child. I asked him to go home that day as he was emotionally
drained.

During the next class I designed the session in such a way that I welcomed each child to the
session with the strengths they have. I had observed Yeshwanth that he was very good in playing
football. I acknowledged this strength as I welcomed him into the session. He was so happy and
told me ‘thank you’. I kept appreciating him in every session using different activities. Slowly he
felt he was getting a lot of attention and he reached to the level of building more confidence. In
the session I saw him talking to his friends without getting aggressive. Through the point system I
had introduced, he kept receiving more points in the class, which built on his confidence, and he
stopped distracting others.
 ANALYSIS AND INTERPRETATION

Today when I see him I can feel he is changed and became more responsible towards
him and others. I feel there are many children like Yeshwanth, who with some care
and empathy can create wonders. He says he wants to become a pilot and he started
reading more about airplanes and how it works. He shared with me a story of how
responsible he should be to take care of the passenger’s life, and I feel he is all set to
do it now!

Life Skill assessment data of Yeshwanth - Baseline and Endline 2017-18.

Overcoming Understanding

Interacting with difficulties and Managing and following

others solving problems Taking Initiative Conflict Instructions

3 (Understand the

3 (Not mingling instruction but

Baseline with girls, only 2 (He needs lot of 3 (Taking 2 (Using bad not following

(Score and with boys he help to understand initiative when words to other what coach says

comments) interacts) and solve problem) asked) friends). to him)

Endline 5 (He is now 4 (He started 5 (He takes

(Score and interacting with looking for help, is initiative in the 4 (Using some 5 (he understands

comments) all in the session) asking his friend) session). foul language) it so perfect)

As demonstrated by this table, we can see Yeshwanth has improved on all 5 life skills.
The highest improvement is seen in his ability to overcome difficulties and manage
conflict, as corroborated by the story.
Lords Convent English High School began their partnership with Dream a Dream in
2017, and there were 101 young people from this school enrolled in the Life skills
through Arts program in the year 2017-2018. Most of them come from vulnerable
backgrounds and demonstrated a severe lack of life skills when compared with other
partner schools of Dream a Dream. Before the program, we took the life skill
assessment for each young person as baseline and the average baseline score for
participants in this school turns out to be lowest among all partner schools of the ASLS
programme.

54 out of the total 101 young people from this school were boys and the rest 47 of them
were girls. The details of age distribution among these young people are presented as
below:

Age 9 10 11 12 13 14 15 16 17 18

Counts 1 9 15 24 17 15 13 5 1 1

For each young person, life skill assessment was also done after the programme year
as endline. Gratifyingly, considerable improvements in life skills were observed:
99% of them showed positive improvement and the average improvement from
baseline to endline for all of them was 106%!

Although the baseline score of this school was the lowest compared to young people
from other schools, they also showed the greatest improvement among all the partner
schools of this programme.

Below is a quote from Lords Convent English School:

It was like a bolt from the blue that we could have the services of Dream a Dream in
our school. Not only it changed the environment in our school, it brought freshness in
the way of imparting the education of arts and craft through the organization’s well-
trained dedicated staff.

Our children have changed both in attitude and aptitude. Attendance of children in
school has improved. Their approach towards learning has changed. They have
improved a lot in their leadership qualities. They are always eagerly waiting for the
Dream a Dream co-coordinator Mr. Kanthakumar and his team.
 Appreciations both from the parents and students that we got about service of the
organization have shown that we have chosen the right organization at the right time.
Thank you from the bottom of my heart for Dream a Dream’s commitment and to the
valued members of this group. ~ Words from Vijayakumar, Principal of Lords
Convent English School.

As we can see, there is a tremendous improvement from baseline to endline assessment,

which can be also observed through their density distribution plot:

From the values of baseline and endline, we can get their improvement for each life skill
by using the formula: Improvement = Endline – Baseline. To analyze the overall
improvement in life skills, we calculated the mean of these improvements for each young
people as Average Improvement, a significant parameter to evaluate the programme
efficiency.

Here is the histogram of Average Improvement distribution:

(X-axis: improvement value; Y-axis: number of people who get this improvement value)
 I. 100% of young people show a positive improvement

II. Average improvement value: 2.854

III. The average improvement percentage based on baseline: 193.7%.

Part 4: The relation between Baseline and Improvement

In the summary mentioned under Part 1, we stated that the participants with lower
baseline tend to get greater improvement in life skills through our programme, and we
will discuss more details about it in this part. It is reasonable that young people with
lower baseline performance have more potential to get better improvement. To certify
this assumption, firstly, we plot the graph of Average Improvement versus Baseline
level:

(X-axis: baseline level; Y-axis: Average Improvement of all the young people with
this baseline level)

As demonstrated by this graph, along with the increase of baseline level, the trend of
average improvement reaches peak when baseline is 1.2, and then it slumps. After that
the rough trend continues to decrease (although this decreasing trend may not be quite
stable). We then obtained the correlation coefficient between baseline and
improvement as -0.645, which indicates there is a strong negative correlation between
them: When the baseline is lower, the improvement tends to be larger.
Part 5: Impact of other factors on Programme Efficiency

We established a liner model with interaction effect to study the relation between
improvement and several effect factors including gender, age, programme type and
baseline. The results of this model also indicate that young people with lower baseline
tend to get better improvement, and this effect on improvement is considerably
significant.

I. The overall positive improvement and average improvement for each life
skill is shown below:

Positive Improvement
Average Improvement
Percentage

1.Interacting with others 100% 2.922

2.Overcoming Difficulties and

99.83% 2.886
solving problems

3.Taking initiative 99.83% 2.830

4.Managing conflict 99.67% 2.786

5.Understanding and following

99.83% 2.848
instructions
Here is the plot by gender:
From this plot, we can also observe the rough decreasing trend regardless of gender.

III. Average Improvement and Baseline by Age (we take ages from 14 to 20 since
most young people range within it):

IV. The Positive Improvement Percentage and Average Improvement by Centers:

 CONCLUSION

In conclusion, baseline is the most significant factor to influence the improvement

of performance: young people with lower baseline tend to obtain better
improvement through our programme. Meanwhile, the effect of age cannot be
ignored as well: older people tend to improve more than younger people, and this
improvement difference between older and younger people will expand along with the
increase of baseline.

In conclusion, there is definite interest in the programme since the feedback ratings
are consistently and at 4 or above out of 5 across the board. Majority of the
participants are learning more about themselves, rediscovering their passion as a
teacher, learning to understand the child and building core skills as facilitators of
learning. In 2017-18, we are working towards building a teacher assessment scale
and once the endline data from DLSAS comes in, we will know if the learning is
translating to impact on the children in the classroom.
 BIBLOGRAPHY

Email :- http://www.buildingdreams.org.in/

Phone :- +917078386765,+919720592667
Whatsapp:- +919720592667
Address:- House No-313b,Wing N0-7, Above Jeet Fasion, Near Balaji Jewellers, Premnagar
, Dehradun,Uttrakhand
 APPENDIX
The Dream Life Skills Assessment Scale used for the impact analysis is as below:

Dream Life Skills Assessment Scale (DLSAS)

Please complete this scale while observing, or as soon as possible after observing, the
child. You may need to spend some time observing before you decide on your rating. Do
not spend too long thinking about each question, just record your impression. For each
question, consider age appropriateness (think of actual age, rather than physical
appearance).

Mark the most relevant number in the boxes for each question. The comments box can
be used to provide example observations that helped you to decide on your rating, or for
other comments.

Name of child Gender Name of assessor

Actual age How old does the child look? Is the child having difficulty working in a

language other than his/her native language?

Does Does Does Does Does

not yet with lots with with a independently

do of help some little

help help

IO. Interacting with others

For example, does X interact appropriately with peers, staff, 1 2 3 4 5

opposite sex? Does X communicate effectively? Does X show

sensitivity to others’ needs and feelings?

Comments

DP. Overcoming difficulties and solving problems

For example, does X find a way around obstacles that arise? 1 2 3 4 5

Does X ask for help appropriately? Does X solve problems

successfully?

Comments

TI. Taking initiative

For example, does X carry out tasks without being told? Does 1 2 3 4 5

X show age-appropriate leadership?

Comments

MC. Managing conflict

For example, does X show appropriate assertiveness? Does X 1 2 3 4 5

resolve disagreements appropriately? Does X accept

appropriate discipline? Does X do this without violence or

foul language or running away?

Comments

UI. Understanding and following instructions

Does X understand appropriate instructions when given? 1 2 3 4 5

Does X comply with instructions? Does X ask for clarification

when needed?

Comments
OS. FOR THE OVERALL SCORE, ADD ALL ITEMS

AND DIVIDE BY 5 1 2 3 4 5

Comments